Creative Process as a Lesson Planning Tool

Apply what you just learned about the creative process, and the activity and
discussion we just did. Pick a project you’d like your students to create and plan
what the steps in the creative process should look like to get the kids to
successfully create it. This is a formative assessment so this will allow me to see
what we still need to work on. No grades should be given during a formative
assessment.

What is the intended project supposed to look like? (Describe what it is and what kind of art
materials you’d need. What does the final product need to look like?)

The final project should look like a tree that is losing leaves due to the changing of seasons and
becoming fall. There should be a tree and different colored leaves falling on the ground and on
the tree.

Step 1: Imagine and Generate (What could you show the students to get them thinking about
the artwork? How will you introduce the project? What themes could be discussed?)
I would ask students about the seasons; I would then have them talk about the things they
know about the season fall. I would then show students images of leaves and how they change
colors when the season is changing, I would also show them a sample of my art.

Step 2: Plan, Prepare, Explore, and Focus (What exercises, techniques, or mediums could you
have the students practice with to get them ready for the project? Are you assigning any
planning time for sketching? If so what/how many?)
If possible I would take the students outside to collect leaves for them to look at while they are
creating their project. This would also allow them to see how there are so many different types
of leaves and how they are different colors.
I would work with students on how to draw a tree and leaves, I would give them time to
practice drawing for about 20 minutes.
I would also make sure that the students know that they need to have their project fully
colored and it should have no big white spots on the paper.
Step 3: Develop and Make (What are you demonstrating, how long will the students have to
work on the piece, how might you guide them through the completion of the piece? What
other assistance might they need?)
I would guide the students by having them create their tree on the paper first, from there I
would allow them to create the rest of their project without much direction on what needs to
be on it other than leaves on the tree allowing them to add other things they want on their art.
They may need assistance with drawing different leaves and the tree. I would allow my
students an hour on the first day and then any additional time they may need within the
following days.

Step 4: Evaluate and Present (How do you intend to evaluate the work? How do you intend to
exhibit the work? How will student know when they are done? What criteria will it need to
have?)
It will need to have a tree and leaves, with little to no white color left on the page unless it is
supposed to be there, that is how the students will know they are done. I will assess them by
looking at them and seeing if they have the tree with falling leaves that are the color of fall. I
will also hang them in the classroom for everyone to see.

Step 5: Reflect (What kinds of questions could you ask the students in order for them to reflect
on what they’ve learned? Will this be done in a large group, small groups, one-on-one, or as a
writing assignment? Why did you choose this kind of reflective activity?)
As a large group I will have the students talk about what is happening to the leaves on the tree,
I will know what they learned from them saying the season is changing and the leaves are
falling of the tree and changing colors.
I chose this because this can be done with younger students and a writing assignment is not the
best option for younger students.